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CURRENT TRENDS AND CHALLENGES IN TEACHER’S PROFESSIONAL
DEVELOPMENT AT HIGHER EDUCATIONAL INSTITUTIONS
Tulaeva Dilnoza Isoqul kizi
Uzbekistan State World Languages University
1-year student of Masters’ degree
Abstract:
This article covers the current issues of teacher training in higher education institutions.
It considers the professional development of pedagogical staff as an important factor in improving
the quality of education in the current period. It discusses current modern trends in the
professional development system, including the introduction of digital technologies, approaches
based on the module and credit system, international cooperation and exchange of experience.
The use of digital technologies in HE was placed at the core of the Danish political agenda in
2007, with an initial focus on digitalization of administrative structures and examinations (Tømte,
Fossland, Aamodt & Degn, 2019). As advanced technology and digital solutions become more
widespread, it became more urgent to invest in getting young people interested, educated and
professionally attracted to the so-called STEM areas – Science, Technology, Engineering and
Mathematics. In 2018, the Danish government set a Technology Pact with over 80 educational
institutions and business companies, where the following aspects are mentioned: digital
empowerment, digital design and design processes, computational thinking, technological ability
to act, Informatics as a subject, and disciplinary technology comprehension. At the same time, it
analyzes the main problems encountered in this process - the lack of methodological manuals, the
low level of digital literacy of teachers, the lack of systematic monitoring, and the lack of
practical orientation of professional development courses. The results of the study put forward
recommendations aimed at developing effective mechanisms for professional development in the
higher education system.
Keywords:
pedagogy, higher education, teachers, pedagogical potential, modern trends, digital
education, methodological problems, professional development, quality of education, innovative
approaches.
Аннотация:
В статье рассматриваются актуальные аспекты проблемы повышения
квалификации преподавателей высших учебных заведений. Он рассматривает
профессиональное развитие преподавательского состава как важный фактор повышения
качества образования в современную эпоху. Будут обсуждаться современные тенденции в
системе повышения квалификации, в том числе внедрение цифровых технологий,
модульного и кредитного подходов, международное сотрудничество и обмен опытом. При
этом анализируются основные проблемы, возникающие в этом процессе, такие как
отсутствие методических пособий, низкий уровень цифровой грамотности преподавателей,
отсутствие системного мониторинга, а также практическая направленность курсов
повышения квалификации. По результатам исследования выдвинуты рекомендации,
направленные на разработку эффективных механизмов профессионального развития в
системе высшего образования.
Ключевые слова:
педагогика, высшее образование, преподаватели, педагогический
потенциал, современные тенденции, цифровое образование, методические вопросы,
повышение квалификации, качество образования, инновационные подходы.
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Annotasiya:
Mazkur maqolada oliy taʼlim muassasalarida oʻqituvchilarning malakasini oshirish
masalasining dolzarb jihatlari yoritilgan. Unda hozirgi davrda taʼlim sifatini oshirishda pedagogik
kadrlarning kasbiy rivoji muhim omil sifatida ko‘rib chiqiladi. Malaka oshirish tizimidagi mavjud
zamonaviy tendentsiyalar, jumladan, raqamli texnologiyalarni joriy etish, modul va kredit
tizimiga asoslangan yondashuvlar, xalqaro hamkorliklar va tajriba almashuvlari haqida so‘z
yuritiladi. Shu bilan birga, bu jarayonda uchrayotgan asosiy muammolar — metodik qo‘llanmalar
yetishmasligi, o‘qituvchilarning raqamli savodxonlik darajasining pastligi, tizimli monitoringning
sustligi hamda malaka oshirish kurslarining amaliyotga yo‘naltirilmaganligi singari jihatlar tahlil
qilinadi. Tadqiqot natijalari oliy taʼlim tizimida malaka oshirishning samarali mexanizmlarini
ishlab chiqishga qaratilgan tavsiyalarni ilgari suradi.
Kalit so’zlar:
pedagogika, oliy taʼlim, malaka oshirish, o‘qituvchilar, pedagogik salohiyat,
zamonaviy tendensiyalar, raqamli taʼlim, metodik muammolar, kasbiy rivojlanish, taʼlim sifati,
innovatsion yondashuvlar.
INTRODUCTION
The years of independence in Uzbekistan were literally a period of educational revolution. After
all, the scope of practical work carried out by the young, independent republic to radically reform
the education sector, to form an education system that is perfect in all respects, to update the
content of education, to enrich it with the latest achievements of modern science, engineering and
technology, to educate the individual, to apply international experience in his education, to ensure
that specialists being trained in the field can meet world education standards is so extensive that
this in itself is tantamount to revolutionary actions. In modern society, the education system is
recognized as a strategic factor of development. The socio-economic development of any country,
the intellectual potential and competitiveness of its citizens are directly related, first of all, to the
quality of education. The higher education system plays a particularly important role in this regard.
Because it not only trains specialists with professional knowledge and skills, but is also an
important source of forming scientific potential, developing innovative thinking, and
implementing advanced ideas in practice. Therefore, the professional qualifications, pedagogical
skills, and the need for constant updating of professors and teachers working in higher educational
institutions are considered one of the urgent issues. Large-scale reforms are being implemented in
Uzbekistan to radically reform the education system, bring it into line with international standards,
and integrate modern knowledge and technologies into the educational process. One of the main
directions of these reforms is the issue of improving the skills of pedagogical staff and the
systematic development of their professional activities. Today, in order to ensure competitiveness
in the field of higher education, strengthen the link between science and production, use
interactive educational technologies, as well as educate students based on new approaches, it is
necessary for teachers to have new knowledge. Advanced training is one of the main tools aimed
at meeting these needs. In recent years, a number of positive approaches to improving the skills of
teachers have been formed in higher educational institutions. In particular, international training,
online courses, advanced training programs organized on a modular basis, seminars held in
cooperation with foreign higher educational institutions play an important role in improving the
skills of teachers. At the same time, digital platforms and distance learning opportunities are
expanding for the continuous development of pedagogical staff using modern technologies. This
allows teachers to work on themselves and quickly and effectively acquire new knowledge.
However, along with the current trends, there are also a number of systemic problems. In
particular, problems such as the practical ineffectiveness of advanced training courses, the low
level of digital literacy of some teachers, the lack of sufficient conditions and motivation for
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advanced training, and the underdevelopment of the pedagogical activity monitoring and
evaluation system remain relevant. In addition, existing programs are in some cases not adapted to
modern educational approaches and do not fully meet the practical needs of teachers. Therefore,
this article scientifically analyzes the current state of advanced training of teachers in higher
education institutions, development trends, existing problems and ways to overcome them. The
main goal of the study is to identify effective approaches that serve the professional development
of pedagogical personnel, analyze modern experiences and develop practical proposals. This will
allow us to improve the advanced training process in the higher education system, develop
modern competencies of teachers, and improve the quality of education.
METHODOLOGY
The methodology of this study is aimed at analyzing the practice of teacher professional
development in higher education institutions. The study used several scientific research methods
and approaches, including qualitative and quantitative analysis, comparison, assessment of the
impact of approaches, as well as methods of conducting questionnaires and interviews.
Qualitative analysis: The first stage of the study was based on the qualitative analysis method,
which examined existing strategies, programs and practices for teacher professional development
in higher education institutions. This method analyzed teachers' approaches to professional
development programs, best practices and international experiences in teacher training.
Quantitative analysis: The second stage of the study was carried out on the basis of quantitative
analysis. At this stage, the effectiveness of professional development programs in higher
education institutions, their impact on teachers and how teachers evaluate these programs were
studied. Teachers' feedback was collected and analyzed through questionnaires and surveys.
Teachers' motivation for professional development, practical experience and attitude to changes
were assessed. Comparison and exchange of experiences: The study compared the system of
professional development of teachers in different higher education institutions. The professional
development programs implemented in each institution, their structure and content were studied.
Opportunities for international exchange of experiences were also considered, since new
approaches and innovative practices in the global education system can be valuable experience for
the education system of Uzbekistan. Interviews and surveys: The study conducted interviews with
teachers working in higher education institutions. These interviews collected teachers' attitudes to
the professional development system, existing problems, and their opinions on the effectiveness
of courses and trainings. It also identified the need for teachers to exchange experiences, update
their knowledge, and integrate it into practice.
Literature review: During the study, the existing scientific literature, articles, monographs, reports
and conference materials on professional development were analyzed. The availability of
scientific studies and methodological manuals on the professional development process of
international experience and modern education systems was separately considered. Modern
approaches to professional development and their effectiveness were analyzed through this
literature. The research methodology also used a combined method of qualitative and quantitative
approaches, which made it possible to identify general trends and problems in teacher
professional development. The main task of the study is to assess the effectiveness of the
professional development system, identify problems and develop proposals based on modern
approaches. The “National Program for Personnel Training” of the Republic of Uzbekistan, which
reflects the general essence of the republican education and personnel training system, which has
been highly recognized by the world community, serves as a kind of benchmark in determining
the specialization and level of professional training of specialists in all social spheres in the
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current conditions. The national model of personnel training fully reflects the image of a perfect
person, a qualified specialist. Training a perfect person, a qualified specialist is an important
educational process in itself, but also requires the training of qualified teachers armed with
scientific, theoretical, and practical knowledge. Therefore, the current reality shows the
expediency of paying serious attention to the training of pedagogical staff who will demonstrate
their high skills and abilities in methodologically correct, effective organization and management
of the educational process on the basis of modern technologies. In the training of qualified
teachers, it is a great responsibility to equip students of pedagogical and non-pedagogical higher
education institutions with pedagogical knowledge, to professionally direct them to the process of
educating the younger generation, to educate them. In this process, the more important the
professional skills of teachers working in higher education institutions are, the more important the
availability of educational resources that methodologically substantiate their activities is. Taking
into account this requirement, the creation of a new generation of educational literature in the
higher education system during the years of independence was determined as an important
direction of general pedagogical activity. The creation of a new generation of modern educational
literature is a complex, responsible process, in which it is advisable to take into account the
changes taking place in the field of pedagogy, the social need for the training of a complete
person, a qualified specialist, and the priority principles that are of great importance in the
development of the individual.
RESULTS
The study identified important findings on the system of teacher training in higher education
institutions and its effectiveness. The problems and trends analyzed in the study were as follows:
New approaches to training: Many modern approaches to teacher training have been introduced in
higher education institutions. In particular, online courses, distance learning platforms, and
international exchange of experience are recognized as effective tools for improving teachers'
knowledge and skills. In particular, the use of digital technologies is greatly helping teachers to
update their skills. However, in some regions, the effectiveness of digital education is still low,
which, in turn, is due to the low level of digital literacy of teachers. Teacher motivation and needs:
The results of the study show that the motivation of teachers in higher education institutions for
training depends mainly on financial and professional development factors. Teachers are
demanding more practical training, courses that include modern pedagogical methods and
technologies to improve their skills. However, many teachers noted that in-service training
courses are not directly relevant to practice in theory, as well as a lack of mechanisms to motivate
teachers. Effectiveness of in-service training courses: The study found that the effectiveness of in-
service training courses depends on their content, the methodologies used to train teachers, and
the approaches to organizing programs. In many cases, in-service training courses are aimed only
at providing theoretical knowledge, which does not affect the daily pedagogical activities of
teachers. Therefore, the courses should be more practice-oriented. International cooperation and
exchange of experience: The growing role of international cooperation and exchange of
experience in higher education institutions was emphasized. Higher education institutions in
Uzbekistan have established partnerships with a number of foreign universities and provide
teachers with opportunities to participate in international trainings, seminars and conferences.
These partnerships help teachers learn new pedagogical approaches, improve their scientific
potential and integrate into the global education system.
Problems and obstacles: The main problems identified in the study are as follows:
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Methodological limitations: Many in-service training courses are not sufficiently adapted to
practice and are focused only on providing theoretical knowledge. Insufficient implementation of
digital technologies: In some regions, digital educational technologies are still not being used
effectively, which leads to low levels of digital literacy among teachers. Lack of motivation and
support: Mechanisms to encourage and support teachers to take up professional development are
not effective. Many teachers do not have sufficient motivation and support to use the courses.
Suggestions and recommendations: According to the results of the study, the following
recommendations were developed to increase the effectiveness of in-service training courses:
It is necessary to organize courses that provide teachers with practical knowledge, while
widely introducing modern pedagogical technologies and innovative approaches.
It is necessary to further develop digital education platforms and conduct special training
to increase the digital literacy of teachers.
It is necessary to adapt in-service training programs to the needs of more teachers and
develop incentive systems accordingly.
CONCLUSION
The system of advanced training of teachers in higher education institutions occupies an important
place in the world education systems today. During the study, modern trends in teacher training,
their effectiveness and existing problems were analyzed. Despite the fact that a number of positive
changes are taking place in the higher education system of Uzbekistan in terms of advanced
training of teachers, there are still serious problems in some areas. First, it was identified that
advanced training courses and programs need to be brought closer to practice. Many programs are
aimed only at providing theoretical knowledge and do not directly affect the daily pedagogical
activities of teachers. Therefore, the content of the courses should include modern pedagogical
technologies and practices, as well as familiarizing teachers with new methodologies. Secondly,
the growing role of digital education and the need to increase the digital literacy of teachers were
highlighted. The use of digital technologies can be an effective tool for teachers to improve their
skills and learn new methodologies. However, in some regions there are problems such as the
incomplete implementation of digital educational technologies and the lack of training teachers in
digital literacy. Thirdly, it is necessary to develop incentive mechanisms to increase teacher
motivation and make the professional development system more effective. Teachers want to
improve not only their knowledge and skills during professional development, but also to achieve
their professional development. Therefore, it is necessary for the courses and trainings provided to
teachers to be useful and practical, and to create goal-oriented incentive systems for them. The
study also considered the growing role of international experience exchange and cooperation.
International relations and the opportunities for teachers to participate in international trainings
help them improve their skills, learn modern educational technologies, and integrate into the
education system. As a result, it was determined that in order to increase the effectiveness of the
teacher training system, it is necessary to adapt programs to practice, develop digital education,
increase teacher motivation, and expand international exchange of experience. By implementing
these recommendations, the process of teacher training in the higher education system can be
more effective and productive.
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